This NASA animation shows the levels of atmospheric carbon dioxide over different time scales. Viewers can compare the last 400,000 years, last 1000 years, and last 25 years. The data come from the Lake Vostok ice cores (400,000 BC to about 4000 BC), Law Dome ice cores (1010 AD to 1975 AD) and Mauna Loa observations (1980 to 2005).

About the Science

A short animation that shows how carbon dioxide in the atmosphere has fluctuated over time.

Comments from expert scientist: This is a very nice animation showing the atmospheric CO2 concentrations as measured at Mauna Loa and reconstructed from ice cores. It requires background and introductory instruction prior to use. Does not work as a stand alone resource.

About the Pedagogy

This simple presentation makes it clear that the rise of atmospheric CO2 since the industrial revolution is extraordinary.

There is no background material accompanying this animation, no information on the details of how these data were developed.

Technical Details/Ease of Use

The animation plays for 15.0 seconds and the downloads are 7-11MB.

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Next Generation Science Standards
See how this
Animation supports:

Middle School

Disciplinary Core Ideas: 3

MS-LS1.C1:Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

MS-PS3.D1:The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.

MS-PS3.D2:Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

High School

Performance Expectations: 3

HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Disciplinary Core Ideas: 7

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-ESS2.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.

HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

HS-LS1.C4:As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.